Mr Seyed Alireza Ghasemi, Dr Mohsen Ayati, Mr Mahdi Salarsadeghi, Mr Mohammad Alipour, Mrs Minoo Miri,
Volume 12, Issue 46 (9-2023)
Abstract
The purpose of the current research was to identify and investigate the challenges of sex education and in a systematic way by searching keywords including challenge, problem and problem along with the word sex education or sex education in reliable scientific databases including: Google Scholar, PubMed, Taylor & Francis Online, Springer, Eric, Science direct, Elsevier, Scopus, SID and Magiran, in the period from January 2018 to October 2022 in English journals and also from April 2016 to March 1401 in Persian journals. Finally, 9 Persian articles and 6 English articles were reviewed. The most important challenges obtained were educational and content challenges, policy challenges and upstream documents, family challenges, individual and social challenges, as well as the challenge of training an efficient workforce. Therefore, in line with sexual education, a comprehensive and strategic program should be designed and compiled by an expert curriculum planning team, and then, in accordance with it, training human resources specialized in this field should be carried out.
mouseout="msoCommentHide('_com_1')" onmouseover="msoCommentShow('_anchor_1','_com_1')">
Alireza Sadeghi, Dr Akbar Salehi, Dr Saeed Zarghami Hamrah, Dr Yahya Ghaedi,
Volume 13, Issue 47 (2-2024)
Abstract
The aim of the current research is to identify the regimes of truth and effective factors in the discourse formations that shape power-knowledge relations in the teacher training of Iran from the establishment of Dar al-Funun to Farahgian University. For this purpose, by using Foucault's genealogical method and its related hypothesis, it has been analyzed and examined the events in the historical developments of teacher education in Iran that have led to the formation of regimes of truth as the dominant discourse in teacher education. The findings show that in different periods, different discourses such as "educated Mullah", "literate teacher", "expert and literate teacher" and "expert nationalist teacher" as regimes of truth have shaped such discourses and these discourses with changes in the social and political context of the society and with the emergence of new needs, they have been changed and transformed. For example, with the advent of the Islamic revolution, the discourse of "Islamic and revolutionary teacher" is considered as a prominent discourse of truth in teacher education. With this analysis, it is acknowledged that with political and social changes in the course of historical developments of education and training, regimes of truth have replaced past regimes of truth and have led to the rejection or weakening of previous discourses in the teacher training system. Therefore, such a turn in the regimes of truth is caused by power and knowledge relations, which has led to such discourses.
